Grammar, Punctuation and Spelling Curriculum Information Evening 22nd March 2017

“Grammar to a writer is to a mountaineer a good pair of hiking boots or, more precisely, to a deep-sea diver an oxygen tank.”

Session Objectives. To provide an overview of ‘The New Curriculum for grammar, punctuation and spelling’. To explain the expectations of each year group. To share the terminology used in the classroom.

Spelling School Policy Not all incorrect spellings in a piece of work will be highlighted. Emphasis will be given to correct the spelling of key words or words that have been given for spelling homework. At the end of a piece of work, children are encouraged to use green to check for themselves any words that they think they might have spelt incorrectly. They may find these words on display or in dictionaries and then make the correction themselves.

Spelling Most people read words more accurately than they spell them. The younger pupils are, the truer this is. By the end of Year 1, pupils should be able to read a large number of different words containing the grapheme phoneme correspondences that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.

The word-lists for Years 3 and 4 and Years 5 and 6 are statutory The word-lists for Years 3 and 4 and Years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.

How could you help someone learn to spell the others? Spelling Test Which are correct? How could you help someone learn to spell the others? What words are commonly misspelled? What words do you often have to think about?

All correct? accelerator immaculate propeller raspberry sheriff sieve guardian effervescent perspiration necessary because beginning tonsillitis library cupboard people misspell modelled innocuous weird separate surprising leisure centre

Punctuation Year group Punctuation 1 Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I 2 Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

3 Introduction to inverted commas to punctuate direct speech 4 Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”] Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names] Use of commas after fronted adverbials 5 Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity 6 Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] Use of the colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]

Grammar It is important that our young readers and writers know about how language is organised to make meaning. Importantly, they need to know that improving writing isn’t about adding lots of adjectives, verbs or adverbs but about achieving the effect that the writer wants. In addition, having a terminology to talk about language - a metalanguage - means that teachers and children have a shared vocabulary about how to get better at using language. Once pupils are familiar with a grammatical concept (for example ‘modal verb’), they will be encouraged to apply and explore this concept in the grammar of their own speech and writing and to note where it is used by others. Our younger pupils, in particular, use more complex language in speech than in writing, and the teachers build on this, aiming for a smooth transition to sophisticated writing

End of Foundation Stage Expectations ELG Speaking They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. ELG Reading Children read and understand simple sentences. ELG Writing Children use their phonic knowledge and write simple sentences which can be read by themselves or others.

Developing the concept of a sentence once upon a time there lived a little red hen early one morning she woke up and saw some corn she asked for help from the bull the cat and the rat they said they were too busy she planted the corn watered it and cut it when it was grown then she ground the corn to make some flour and kneaded the dough all by herself

Once upon a time there lived a little red hen Once upon a time there lived a little red hen. Early one morning she woke up and saw some corn. She asked for help from the bull the cat and the rat. They said they were too busy. She planted the corn, watered it and cut it when it was grown. Then she ground the corn to make some flour and kneaded the dough all by herself.

Year Two Test!

Technical terms… Year One word punctuation sentence full stop letter capital letter singular plural question mark exclamation mark Year Two verb adverb adjective noun noun phrase statement question exclamation command compound suffix apostrophe comma co-ordination subordination tense (past, present)

Grammatical terms The National Curriculum glossary includes all the technical grammatical terms used in lessons from Years 1-6, as well as others that might be useful. It is intended as an aid, not as the body of knowledge that should be learnt by pupils. Please see the variety of word types used across Key Stage One and Two.

Year Six Test

Alphabet race – give a common and proper noun for each letter. A is for Archie, an amiable ant. B is for Boris, a beautiful bear. Partner A – list of places or containers Partner B – list of abstract nouns (e.g. thought, jealousy, fear, sorrow etc) Now put them together to create amazing new places! The library of belief . The zoo of curiosity. The museum of greed. Noun Towers Start with a noun (ship) Add a determiner (the ship) Add an adjective (the creaky ship) Add a prepositional phrase (the creaky ship on the waves Add a subordinate clause (the creaky ship on the waves which were rumbling) Sentence doctor for basic editing. Punctuation Thief to help identify missing punctuation

Websites/ Apps (see school website for regular updates) How can you help? Reading Spoken language Homework Websites/ Apps (see school website for regular updates)